Tamaño: px
Comenzar la demostración a partir de la página:

Download ""

Transcripción

1

2

3

4

5

6 First edition 2006, second edition 2009 by: British Council CIDOB Foundation Institut Europeu de la Mediterrània British Council Translator: Gordon Burt Copy Editing: Iván Martín & Richard Gillespie Cover Design: Baética Publishing-production: CIDOB edicions C/ Elisabets, 12, Barcelona T F ISBN: D.L.: Print: Color Marfil, S.L. Barcelona, March 2009 Acknowledgements We would like to thank all those people and institutions who have supported the publishing of this book. Individuals whose contribution has been particularly significant are of course the conference directors and main authors, Richard Gillespie and Iván Martín and those who have authored the various contributions to the publication (Chris Hickey, Narcís Serra, Senen Florensa, Pedro Martínez Montávez, Miguel Hernando de Larramendi, Bárbara Azaola, Emma Murphy, Michelle Pace, Fiona McCallum, José Antonio Macías, Laura Rodríguez, Eduard Soler i Lecha and Sarah Wolff ), as well as those who have helped with the drafting and provided editorial advice at various stages (Iván Martín, Richard Gillespie, Gemma Aubarell, Eduard Soler i Lecha, Mariló Bellido and Bet Mañé). Disclaimer This publication contains lists of researchers, institutions and courses compiled as a aid for future research and to promote collaboration among researchers. The British Council, Institut Europeu de la Mediterrània and the CIDOB Foundation are not responsible for the contents of any external website referred to in this publication.

7 CONTENTS INTRODUCTION 7 Chris Hickey PROLOGUE 11 Narcís Serra WHY RESEARCH THE MEDITERRANEAN TODAY? 15 Senén Florensa ARTICLES 21 Richard Gillespie and Iván Martín The Encuentro as a Model for Researchers on the Mediterranean and the Middle East...23 Pedro Martínez Montávez Mediterranean: Surprise, diversity and a culture of solidarity...31 Emma Murphy and Michelle Pace The status of Middle Eastern and Mediterranean Studies in the United Kingdom...43 Miguel Hernando de Larramendi and Bárbara Azaola Studies of the Contemporary Arab World and the Mediterranean in Spain...85 Fiona McCallum, José Antonio Macías, Laura Rodríguez, Eduard Soler i Lecha and Sarah Wolff Problems and perspectives of the new generation of researchers on the Arab World and Mediterranean in Spain and the United Kingdom Richard Gillespie and Iván Martín Researching the Mediterranean and the Arab World in the UK, Spain and Europe: present challenges and future initiatives APPENDICES 177 Programme of the Encuentro List of Participants...181

8

9 INTRODUCTION 7

10

11 INTRODUCTION Chris Hickey Director British Council, España It is an honour for me to present this publication based on the Encuentro between British and Spanish specialists on the Mediterranean and the Middle East, which took place in March 2006, and was organised by the British Council in collaboration with the Universidad Autónoma of Barcelona, IEMed and the CIDOB Foundation. This Encuentro established a first point of contact between researchers from the UK and Spain, provided analysis of the state of studies on the Mediterranean and the Middle East in their respective countries, explored areas of shared interest and identified possible projects for future collaboration. The results go beyond the event itself, since it has given rise to a series of concrete proposals, designed to strengthen research on the Mediterranean and the Middle East, not only in the UK and Spain but throughout Europe and the Euro-Mediterranean area. The publication includes two reports that were commissioned for the Encuentro, on the situation of Mediterranean/Arab World studies in the UK and Spain. It is hoped that these reports will act as both a basis for future reinforcement as well as providing a synthesis of the debates that took place on questions such as the research agenda, interaction with the media and political institutions and the perspectives of new generations of researchers, who enjoyed ample representation at the Encuentro. This volume is the second of Researching The Mediterranean which I m delighted to say has become a valued reference point for scholar, research centres, universities and social entities that focus on the relationship between Europe and the Mediterranean. We have received very positive feedback about the original publication and I m pleased to say that it has helped inform thinking on our own Intercultural Dialogue project work which focuses on the area of building trust and understanding between cultures. The British Council is the United Kingdom s international organisation for cultural relations and educational opportunities. We build engagement and trust for the UK trough the exchange of knowledge and ideas between people worldwide. 9

12

13 PROLOGUE 11

14

15 PROLOGUE Narcís Serra President of the CIDOB Foundation Ameeting was held in March 2006 in Barcelona of British and Spanish researchers focusing on Mediterranean and Arab World studies, organised by the British Council with the collaboration of the Universidad Autónoma de Barcelona, the European Mediterranean Institute (IEMed) and the CIDOB Foundation s Mediterranean Programme. Given the quality of the studies, lectures and discussions at the encounter, the three institutions have decided to go ahead with this publication. The CIDOB Foundation believes that exchange between Spanish and British academics (as well as with other EU researchers) must be consolidated if Europe is to aspire to quality research standards. It is our hope that this Spanish-British Encounter will contribute as far as possible to the aim of combining forces and enhancing contacts between countries which have already established a critical research mass. From the Spanish standpoint but also from that of the United Kingdom and the EU, the Mediterranean and the Arab World must be central to all our political and research agendas. The Mediterranean has been a leading priority for Spanish foreign policy, not just because of the historic links between the two shores but also as a consequence of their increasing interdependence. What we must in fact ask is to what point events in Morocco, Algeria or the Middle East are strictly questions of international policy or whether it is yet again becoming clear that the frontier between domestic and international matters is tending to blur. Developments such as the situation in Iraq or in the Palestinian territories, or the Israel-Lebanon crisis make it clear that the whole world closely monitors events in the Mediterranean and the Arab World. These phenomena may in turn have repercussions in other parts of the globe and even in neighbourhoods in many European cities. It should be expected that the centrality of the Mediterranean and the Arab World in international relations would translate into a thorough and detailed European understanding of this region. There is however on our continent insufficient knowledge of the region s languages, such as Arabic, Tamashek 1, Hebrew, Turkish or Farsi, plus an often simplistic perception of its political, economic and social processes. 1. Tamashek is a Bereber language used mainly among the Tuareg community 13

16 Research has to be enhanced if these factors are to be remedied, with the promotion of fieldwork and language-training, and encouraging the creation of cross-border networks among universities and programmes allowing for student and teacher exchanges. This must all enable us to better understand phenomena such as the rise of political Islam, the development of the pan-african migration routes, the influence of media like Al Jazeera o Al Arabiya, social changes in Iran, the likely impact of Turkish EU membership on its surroundings, and many other aspects we do not grasp in their entire complexity. Encounters such as the one in Barcelona must enable our researchers to build bridges with other universities, forge personal contacts with other researchers, exchange experiences and see how research agendas can differ and yet be complementary. Thus, step-by-step, European research in the Mediterranean and the Arab World will become more comprehensive, more powerful and have more impact. 14 PROLOGUE

17 WHY RESEARCH THE MEDITERRANEAN? 15

18

19 WHY RESEARCH THE MEDITERRANEAN? Senén Florensa Director General, European Institute of the Mediterranean (IEMed) Because of the academic world's differing approaches to the Mediterranean region, each world view has until now determined the way in which it is studied and understood. This diversity of starting points has fragmented academic specialists among those studying North Africa, the Maghreb, the Mashrek, the Middle East or the Near East into Orientalists, Arabists, and an infinity of labels conceived according to a geographical or subjective vision in which, even in this sense, they have not coincided. I am however increasingly convinced that this logic is being superseded and, beyond these fragmenting labels, new integration perspectives and new views are emerging, making it possible to conceive the future of a genuine Euro-Mediterranean partnership through the Barcelona Process: Union for the Mediterranean. Despite the existing rift between the student and the object of study, decisive in defining the approach to research, we have over time come closer to a model whereby the Mediterranean is itself the subject of study, of which we ourselves form a part of, from our own subjective standpoint, making us simultaneously student and subject. Thus the Mediterranean has ceased to be a place for observing the others, to become somewhere where we observe ourselves, a space enabling us to supersede the vision of traditional Orientalists, to abandon the magnifying glass through which an entomologist studies his fascinating object of desire, and to embark on a far more introspective and, in short, more sincere study. We no longer observe the other, but work with that other to understand also ourselves. The Mediterranean is without doubt much more than a geographical space; it is - and has always been - from a historical, cultural and social perspective, a common place of contact and relation not always shaped by a logic of conflict. A space which can only be analyzed and studied responsibly on the basis of the profound and inherent multiple similarities underlying our cultures. Seeing beyond the formal differences to perceive the shared patterns binding our socio-cultural roots is a good beginning in the quest for a common starting point for experts from North and South. This starting point refers to matters as basic as Europe's assumption that the influences and contributions passing between Mediterranean cultures follow a multidirectional logic, that the Mare Nostrum is ours equally to the North, the South and the East, and that it is essential to take on this 17

20 heritage on an equal footing. The need for awareness of a common Mediterranean thinking can only bring our attitudes and viewpoints closer and enable us to move forward substantially in the understanding of our space. However, to imagine that we have found the shared place to resolve our dilemmas would immerse us in self-deception. With the flow of a constantly-changing sea, the idea of the Mediterranean forming part of the past, the present and the future is constantly transformed and so deserves to continue to be researched. Thus, beyond this achievement, and without indulging in the self-satisfaction of having been able to create a notion of the Mediterranean in which we feel that we participate, the great challenge facing us is to have Europe - all the Europes, Northern Europe, Atlantic Europe, Anglo-Saxon Europe, Scandinavian Europe or Eastern Europe - also become part of this common space, this community of shared interests. And this is a reason for occasions like the Spanish-British researcher's encounter, as we seek jointly to promote a new space of which we can all feel a part of: the Euro-Mediterranean. Therefore, the key lies in the concept of integration, which must happen not just in the shared yet plural conception of the Mediterranean as a common space. Moreover, and as occurs in other fields of scientific knowledge, a study or analysis of Mediterranean matters, in which politics, economics or social and cultural relations are closely bound up, cannot be complete or correct if not tackled from an interdisciplinary perspective. Promoting access by professionals from different areas of study to greater contact with other approaches implies the fomenting of a deeper and more genuine examination of key questions articulating relations between Europe, the Maghreb and the Mashrek, such as migratory flows, political and economic rapprochement, security matters, growing interculturalisation or environmental problems. All these questions make clear the growing interdependence of the three shores, and the multiplicity of factors involved in Mediterranean relations which cannot therefore be analyzed or studied in isolation, since the Mediterranean is a diverse but integral whole at all levels and in all areas of analysis. We do have the necessary tools allowing us to implement this Euro- Mediterranean research project, as evidenced by aid and joint research programs. The use of these instruments must be a first exercise for Europe and the Arab World to resume their places, their shared point of view, their pride in study, knowledge and research to some degree, willing to speak a single language, that of the will to transmit and, by participation, to attain the knowledge and understanding which is the heritage of all. The reinforcement of this common space will be a key to all that, where we can all share, as the space which explains our history, what we were and what we are, giving meaning to a changing reality, decisive to what we all speak about, those major items on the international agenda. Thus alliances, partnership between study centers, think tanks, universities and the media are fundamental. A turbulent present can only be grasped with analytical instruments which are permanently dynamic, constantly interchanging. It will not be possible to observe and understand current reality when indifferent to the Mediterranean, and it is precisely the gap between analysis and study which creates an imbalance, misunderstanding, 18 WHY RESEARCH THE MEDITERRANEAN?

21 misinformation, a great jumble where, beyond separate studies each indifferent to the others, mutual perceptions gather. Only when analysis and study go hand in hand will it be possible to overcome misunderstandings. For example, media analysis, describing and interpreting the reality short term, runs a greater risk of decoupling study and the understanding accumulated, and to create distorted perceptions of the reality we live. Only when both analysis and study are structured, respect and communicate with each other will we be able to influence the way of grasping reality. In this respect, the Third World Congress for Middle Eastern and Mediterranean Studies (WOCMES) to be held in Barcelona in July 2010 is an interdisciplinary initiative that will bring together more than 2000 experts and scholars. The event is an exceptional opportunity for researchers from all over the world to exchange ideas, experiences and practices. The WOCMES represents a unique scenario for social and human scientists to discuss the challenges generated by the clash between methodological Vs practical approaches to social science. In addition, the participation of local and international media and high-ranking decision-makers in political, economic and cultural spheres will allow disseminating and promoting the exchange of ideas beyond academic research. Barcelona will undoubtedly be an exciting setting to meet and discuss key topics related to Middle Eastern studies, as well as to foster the dialogue on the Mediterranean. A strong participation of actors from the Southern Basin will assure dialogue with quality, expertise, reciprocity and plurality attributes. This contribution will ease their integration into existing working and exchange networks but will also generate new discussion perspectives. Initiatives permitting such interrelation between experience, thought and academic work will enable us to share our knowledge and debate our truths, so that they are not immutable and definitive. It will help our understanding to grow, change and be enriched at the same rate as the flow of events. And our quest may allow us to find effective responses to construct the shared Euro-Mediterranean world we desire. SENÉN FLORENSA 19

22

23 ARTICLES 21

24

25 THE ENCUENTRO AS A MODEL FOR RESEARCHERS ON THE MEDITERRANEAN AND THE MIDDLE EAST Richard Gillespie Professor of Politics at the University of Liverpool Iván Martín Associate Researcher at the Instituto Complutense de Estudios Internacionales (ICEI) in Madrid Studies, as they have traditionally been known in Spain, and Middle East Studies, as in the UK, have a long track Arab record in Europe. While traditional approaches have experienced a degree of crisis (and certainly fresh challenges) since the 1990s, more recent Mediterranean or Euro-Mediterranean Studies programmes have provided renewed stimulus to discipline-based and interdisciplinary studies of the region. Increasingly, what has been known as area studies in the UK has had to come to terms with international studies in an increasingly interconnected world. There is now plenty of potential for current interest in the Barcelona Process and the Union for the Mediterranean to inspire new approaches to Arab, Middle East and Mediterranean [henceforth AMEM] studies that will deepen understanding of this politically important area, and be of value to research users, including policy-makers and other practitioners. This second edition of Researching the Mediterranean is being published in direct response to the widespread interest provoked by the first edition of what we believe to be a unique book on the status and prospects of academic research on the Mediterranean and the Middle East. Whereas the original version was produced primarily to report on the debates that took place during the Encuentro of UK and Spanish specialists on the Mediterranean and Middle East organised in Barcelona in March 2006 under the auspices of the British Council, the latest edition has the aim more of offering that event as a possible model for further initiatives allowing researchers from around the region to compare their experiences and perspectives, with a view to the enhancement of collaboration and opportunities. The holding of the Third World Congress of Middle East Studies (WOCMES) in Barcelona in July 2010 offers an excellent opportunity to take up the thread of the Encuentro and to widen its focus by planning a more ambitious activity involving AMEM research institutes throughout Europe, at a time when developments across the Mediterranean are making both Mediterranean Studies and Middle East Studies ever more relevant. Since the first Encuentro, some of the developments that we, along with others, were pressing for have begun to materialise through concrete steps in the project of the Euro-Mediterranean Area of Higher Education. Of particular note, we would highlight the First Euro- 23

26 Mediterranean Ministerial Conference on Higher Education and Scientific Research held in Cairo in June 2007 (to be followed by a second one later in 2009, as agreed at the Barcelona Process: Union for the Mediterranean Ministerial Conference in Marseille in November 2008) and the resulting Cairo Declaration, as well as the inauguration in June 2008 of the Euro-Mediterranean University in Piran (Slovenia), with a mirror institution being established in Fez (Morocco). These are fundamental steps, but very little is known so far about the actual substance of these initiatives or how they might contribute to strengthen Arab, Middle East and Mediterranean studies in particular. Within this broad context, and in view of the still wider evolution of the Barcelona Process through the creation of the Union for the Mediterranean (UfM) in July 2008, we believe that the Encuentro model remains important as a means of structuring collaboration between Euro-Mediterranean and Middle East researchers, for a number of reasons. One is that, while there are regular conference and seminar opportunities for scholars from different countries to compare their research findings, there is value also in researchers coming together to discuss in a practical way how research in their field might be enhanced through Euro-Mediterranean cooperation. Another is that the Encuentro model encourages consideration of research priorities, arising from reviews of what has been achieved already and its shortcomings. A third reason is that the model cuts through the traditional disciplinary boundaries that have hampered research in the past, for example by separating European studies from Arab or Middle East studies, or political from economic disciplinary approaches. The original Encuentro achieved this at a bilateral level, by bringing together a considerable number of researchers, based in the communities of Arab Studies in Spain, Middle East Studies in the UK and Mediterranean or Euro-Mediterranean Studies in the two countries. While the rationale for bringing together scholars from Britain and Spain was partly political (the impetus coming from bilateral cooperation in organizing the first Euro-Mediterranean summit meeting in 2005), additional justification was provided by the relative strengths of these countries Mediterranean research communities. It was also felt that Spanish and British scholars and researchers brought complementary approaches to these studies, and that there was ample room for synergy; we are sure that the same applies for other groups of countries. The Encuentro was seen as an unprecedented attempt to identify areas of joint interest and to establish regular interaction and cooperation mechanisms. It is not easy to measure the impact of the original Encuentro. Most of its bilateral follow-up has been through collaboration at an individual level, now that the two national communities know each other better. 1 Yet considerable interest has emanated too from researchers in other countries (including, for instance, a new member state of the EU like 1. A recent example of acknowledged impact is the publication of a special issue of the journal Democratization (Vol. 16.1, February 2009) where the editors, Michelle Pace and Peter Seeberg, mention the Encuentro as the origin of the group of academic researchers contributing to the issue. 24 THE ENCUENTRO AS A MODEL FOR RESEARCHERS ON THE MEDITERRANEAN AND THE MIDDLE EAST

27 Bulgaria) who have seized on the model itself, or parts of it, adopting it to focus on research activity in other parts of the Euro-Mediterranean area. In fact, this is why the original edition of the volume rapidly exhausted its supply, leading us to consider how to meet the on-going demand. For this second edition, we have decided to retain the original text, because its analysis and conclusions are to a large extent still relevant three years on and because it remains a useful guide to how similar events could be structured. In other words, it can be read as a menu of possibilities, some of which will be more relevant than others, depending on the objectives of the organisers of future events. We also propose to continue using the Spanish word encuentro as the best way of capturing the concept that we propose. Distinct from the false friend, encounter, in English, which implies more of a clash, encuentro signifies a meeting place or a forum, an agora, open public square or Plaza Mayor where those with common interests can come together to exchange views and experiences and decide upon new initiatives. One clear strength of the Encuentro model is its flexibility. It can just as easily be expanded as it can be compressed in terms of agenda. It could also be used again as a bilateral model or adapted for multilateral purposes, by focusing on a broader range of national research experiences. Above all, our aspiration is to see the model develop in future through the involvement of researchers from all around the Euro- Mediterranean area in order to focus on non-eu Mediterranean countries as well as European ones. The idea is to contribute to the Barcelona Process and the Union for the Mediterranean with activities that also have value in terms of the research objectives of individual scholars and research institutions. The First Encuentro The first meeting of Arab, Middle East and Mediterranean researchers brought together a representative sample of social science researchers and scholars working in the UK and Spain on the contemporary (post- Independence) Mediterranean and Arab World. From the very beginning we decided one of the features of the Encuentro should be its interdisciplinarity: bringing together economists, political scientists and specialists in international relations, as well as sociologists and anthropologists, and even lawyers. This by no means excluded Arabists, scholars of the Arab language who focus their research on the social, political and economic realities of Arab countries and have made such a tremendous contribution to AMEM studies (indeed, they are strongly associated with the origins of such studies, both in the UK and Spain), but it did exclude purely historical, archaeological, literary or linguistic researchers. The aim was modest and simple: to get to know each other (better), exchange views on the state of our field of study and explore the possibilities of co-operation. The main purpose was to discuss the state and evolution of AMEM studies (problems and prospects), to learn about the respective specialist institutions and their research priorities, and to network with a view to potential co-operation or joint projects. RICHARD GILLESPIE AND IVAN MARTIN 25

28 While its immediate scope was bilateral, its ambition was not: it aimed to become a catalyst for new dynamics of co-operation at the European and Euro-Mediterranean levels, at the very least in terms of exchanges of information. To a certain extent, we feel we achieved this objective, if only by disseminating our conclusions through this book. From the outset, we were aware of different approaches and traditions in the two countries. To recognise these differences as a source of richness, and not of alienation among researchers, we decided to use in the Encuentro the headings under which studies are actually conducted: the Mediterranean and the Middle East in the UK, el Mediterráneo y el Mundo Árabe the Mediterranean and the Arab World in Spain. In this regard, the fact that the word Arab does not appear in the 1995 Barcelona Declaration establishing the Euro-Mediterranean Partnership may provide a clue to the geopolitical realities involved in such linguistic nuances. 2 In order to focus discussion and possess a common point of reference ahead of the event, we commissioned a study of the status of Mediterranean and Middle East/Arab studies in the social sciences in each country. These studies, by Miguel Hernando de Larramendi and Barbara Azaola for Spain and by Emma Murphy and Michelle Pace on the UK, are published in this book in their original 2006 version, which also reflects comments and suggestions derived from the Encuentro. As we envisaged them, each report was to include the following: An overview of the evolution over time of AMEM studies and the driving forces behind them (for instance, the policy relevance of subjects, public interest, institutional support) A brief description of research institutions, publications and postgraduate programmes, as well as regular courses in AMEM studies An account of the resources for, obstacles to, and the prospects of, AMEM studies (including the activities of new generations of researchers) A description of the main forms of interaction between researchers/research institutions and policy-making communities The main programmes and lines of research in AMEM studies and recent/current PhD theses A preliminary list of researchers in the field and contact information Three years on, we still regard these studies as pioneering and relevant for their analysis of the status of Mediterranean and Middle East/Arab studies in the UK and Spain. They remain a substantial resource for practitioners and researchers alike and a very useful basis for dialogue between them, 2. Pedro Martínez Montávez reflected on the relationship between the Arab peoples and the Mediterranean in the text of his opening lecture at the Encuentro, included in this volume, and also in Los árabes y el Mediterráneo: reflexión desde el final de siglo, the first lecture of the academic year at the Universidad Autónoma de Madrid, published in Pedro Martínez Montávez (2004), Mundo árabe y cambio de siglo, pp , Universidad de Granada/Fundación El Legado Andalusí, Granada. 26 THE ENCUENTRO AS A MODEL FOR RESEARCHERS ON THE MEDITERRANEAN AND THE MIDDLE EAST

29 thus facilitating the enhancement of interaction between the world of research and policy-making communities. In both countries, there had previously been some networking initiatives already, implying a need for further innovation in this field. Both in the UK and in Spain there are associations of researchers with a general focus on AMEM studies, although with a different level of formalization. In Spain there is the Foro de Investigadores sobre el Mundo Árabe y Musulmán (FIMAM), created in 1995 but still quite an informal network. In the UK, there is the more established British Society for Middle Eastern Studies (BRISMES), founded in 1973, which in March 2002 produced a report on Middle Eastern and Islamic Studies in the United Kingdom: A Challenge for Government, Industry and the Academic Community. In addition, there is the much more recently created Working Group on International Mediterranean Studies of the British International Studies Association (BISA). But what is clear is that there is a need for a more ambitious initiative at the Euro-Mediterranean level, to give researchers a framework within which they can come together on a regular basis, as university vicechancellors and rectors are already doing in the framework of Mediterranean university fora. 3 The latter are very much focused on the important issue of university administration and the creation of a Euro- Mediterranean Area of Higher Education (credit and diploma accreditation, double degrees, student mobility and exchanges and education quality enhancement). While these are promising initiatives, the scholarly community involved specifically in AMEM studies still lacks a dedicated framework either at the European Union or at the Euro- Mediterranean level. An independent research association, holding an annual conference, publishing a peer-reviewed journal and linked also by a common website, would hold huge value for AMEM researchers. Hopefully, this idea, which has been frustrated thus far by resource constraints, will at least acquire greater impetus as a result of other developments giving shape to a Euro-Mediterranean Area of Higher Education and Research. As for the content and dynamics of the Encuentro, we designed a programme revolving around the professional activity of academics and researchers working on the Mediterranean and the Arab World and its institutional and social environment in both countries, as well as the state of studies in this field (see the attached Programme on p. 179). In all sessions, we tried to take a comparative approach and not simply use case studies. This is what made the debates really stimulating. In this way, encuentros can provide a stimulus for learning from initiatives and practices in other countries. 3. In Tarragona (Catalonia, Spain) in June 2005, in Malta in June 2006 (where the organisers invited Richard Gillespie to present the conclusions of the Encuentro), and in Alexandria in June 2007 (see the Alexandria Declaration on the Euro-Mediterranean Higher Education Area). After the first EuroMed University Rectors Conference held in Tampere (Finland) in October 2006, the EuroMed Permanent University Forum (EPUF) was created. RICHARD GILLESPIE AND IVAN MARTIN 27

Welcome to lesson 2 of the The Spanish Cat Home learning Spanish course.

Welcome to lesson 2 of the The Spanish Cat Home learning Spanish course. Welcome to lesson 2 of the The Spanish Cat Home learning Spanish course. Bienvenidos a la lección dos. The first part of this lesson consists in this audio lesson, and then we have some grammar for you

Más detalles

What is family health history?

What is family health history? Family Health History Project Pre-Survey What is family health history? Family health history is information about diseases that run in your family, as well as the eating habits, activities, and environments

Más detalles

THE BILINGUAL CLASSROOM: CONTENT AND LANGUAGE INTEGRATED LEARNING

THE BILINGUAL CLASSROOM: CONTENT AND LANGUAGE INTEGRATED LEARNING THE BILINGUAL CLASSROOM: CONTENT AND LANGUAGE INTEGRATED LEARNING Curso de: Carolina Fernández del Pino Vidal Nº Horas 110 h. /11 créditos (0,5000 puntos) Matricula AFILIADOS A ANPE Y U.P. COMILLAS NO

Más detalles

Descripción de contenidos del E-FORM Capítulo Proyectos de cooperación europea

Descripción de contenidos del E-FORM Capítulo Proyectos de cooperación europea Descripción de contenidos del E-FORM Capítulo Proyectos de cooperación europea DOCUMENTO NO VÁLIDO PARA PRESENTAR LA SOLICITUD* *Documento-resumen del formulario online (eform) de la 2ª convocatoria de

Más detalles

Final Project (academic investigation)

Final Project (academic investigation) Final Project (academic investigation) MÁSTER UNIVERSITARIO EN BANCA Y FINANZAS (Finance & Banking) Universidad de Alcalá Curso Académico 2015/16 GUÍA DOCENTE Nombre de la asignatura: Final Project (academic

Más detalles

Organized in collaboration with the Central Bank, Ministry of Environment and the National Statistic Institute of Dominican republic

Organized in collaboration with the Central Bank, Ministry of Environment and the National Statistic Institute of Dominican republic DEPARTMENT OF ECONOMIC AND SOCIAL AFFAIRS STATISTICS DIVISION UNITED NATIONS DEPARTAMENTO DE ASUNTOS ECONÓMICOS Y SOCIALES DIVISION DE ESTADISTICAS NACIONES UNIDAS Seminario Regional sobre Contabilidad

Más detalles

RED IT4ALL PLAN DE ACTIVIDADES PARA 2009-2010 IT4ALL NETWORK PLAN OF ACTIVITIES FOR 2009-2010

RED IT4ALL PLAN DE ACTIVIDADES PARA 2009-2010 IT4ALL NETWORK PLAN OF ACTIVITIES FOR 2009-2010 RED IT4ALL PLAN DE ACTIVIDADES PARA 2009-2010 IT4ALL NETWORK PLAN OF ACTIVITIES FOR 2009-2010 SEPTEMBER- 2008 1. PLAN DE ACTIVIDADES 2009-2010 A continuación se desglosan el plan de actividades que la

Más detalles

SIGUIENDO LOS REQUISITOS ESTABLECIDOS EN LA NORMA ISO 14001 Y CONOCIENDO LAS CARACTERISTICAS DE LA EMPRESA CARTONAJES MIGUEL Y MATEO EL ALUMNO DEBERA

SIGUIENDO LOS REQUISITOS ESTABLECIDOS EN LA NORMA ISO 14001 Y CONOCIENDO LAS CARACTERISTICAS DE LA EMPRESA CARTONAJES MIGUEL Y MATEO EL ALUMNO DEBERA SIGUIENDO LOS REQUISITOS ESTABLECIDOS EN LA NORMA ISO 14001 Y CONOCIENDO LAS CARACTERISTICAS DE LA EMPRESA CARTONAJES MIGUEL Y MATEO EL ALUMNO DEBERA ELABORAR LA POLITICA AMBIENTAL PDF File: Siguiendo

Más detalles

GUIDE FOR PARENT TEACHER CONFERENCES

GUIDE FOR PARENT TEACHER CONFERENCES GUIDE FOR PARENT TEACHER CONFERENCES A parent-teacher conference is a chance for you and your child s teacher to talk. You can talk about how your child is learning at home and at school. This list will

Más detalles

Instructor: Do you remember how to say the verb "to speak"? Instructor: How do you ask a friend Do you speak Spanish?

Instructor: Do you remember how to say the verb to speak? Instructor: How do you ask a friend Do you speak Spanish? Learning Spanish Like Crazy Spoken Spanish Lección Dos. Listen to the following conversation: Male: Hablas inglés? Female: Sí, hablo inglés porque practico todos los días. Male: Dónde? Female: Practico

Más detalles

Edgar Quiñones. HHRR: Common Sense Does Not Mean Business. Objective

Edgar Quiñones. HHRR: Common Sense Does Not Mean Business. Objective Edgar Quiñones HHRR: Common Sense Does Not Mean Business Objective Share experiences & insight gained in the last two decades in the management consulting business regarding why Common Sense Does Not Mean

Más detalles

From e-pedagogies to activity planners. How can it help a teacher?

From e-pedagogies to activity planners. How can it help a teacher? From e-pedagogies to activity planners. How can it help a teacher? Elena de Miguel, Covadonga López, Ana Fernández-Pampillón & Maria Matesanz Universidad Complutense de Madrid ABSTRACT Within the framework

Más detalles

Learning Masters. Fluent: States of Matter

Learning Masters. Fluent: States of Matter Learning Masters Fluent: States of Matter What I Learned List the three most important things you learned in this theme. Tell why you listed each one. 1. 2. 3. 22 States of Matter Learning Masters How

Más detalles

Learning Masters. Early: Force and Motion

Learning Masters. Early: Force and Motion Learning Masters Early: Force and Motion WhatILearned What important things did you learn in this theme? I learned that I learned that I learned that 22 Force and Motion Learning Masters How I Learned

Más detalles

Learning Masters. Fluent: Wind, Water, and Sunlight

Learning Masters. Fluent: Wind, Water, and Sunlight Learning Masters Fluent: Wind, Water, and Sunlight What I Learned List the three most important things you learned in this theme. Tell why you listed each one. 1. 2. 3. 22 Wind, Water, and Sunlight Learning

Más detalles

English. www.cato.org

English. www.cato.org Liberty on the web Access to information furthers freedom. The Cato Institute maintains actively updated websites in four languages to advance the frontiers of freedom around the world. English www.cato.org

Más detalles

http://mvision.madrid.org

http://mvision.madrid.org Apoyando el desarrollo de carrera de investigadores en imagen biomédica Supporting career development of researchers in biomedical imaging QUÉ ES M+VISION? WHAT IS M+VISION? M+VISION es un programa creado

Más detalles

Synergy Spanish Solutions. Día de San Valentín Audio Lessons

Synergy Spanish Solutions. Día de San Valentín Audio Lessons Synergy Spanish Solutions Día de San Valentín Audio Lessons Created by Marcus Santamaria Edited by Elena Chagoya & Claire Boland Copyright 2014 Marcus Santamaria All Rights reserved. No part of this publication

Más detalles

RDA in BNE. Mar Hernández Agustí Technical Process Department Manager Biblioteca Nacional de España

RDA in BNE. Mar Hernández Agustí Technical Process Department Manager Biblioteca Nacional de España RDA in BNE Mar Hernández Agustí Technical Process Department Manager Biblioteca Nacional de España RDA at the National Library of Spain: BNE preparation for new Cataloguing Rules Since 2007 BNE has been

Más detalles

Cambridge IGCSE. www.cie.org.uk

Cambridge IGCSE. www.cie.org.uk Cambridge IGCSE About CIE CIE examinations are taken in over 125 different countries Cambridge qualifications are recognised by universities, colleges and employers across the globe Sobre CIE Los exámenes

Más detalles

Learning Masters. Fluent: Animal Habitats

Learning Masters. Fluent: Animal Habitats Learning Masters Fluent: Animal Habitats What I Learned List the three most important things you learned in this theme. Tell why you listed each one. 1. 2. 3. 22 Animal Habitats Learning Masters How I

Más detalles

Speak Up! In Spanish. Young s Language Consulting. Young's Language Consulting. Lesson 1 Meeting and Greeting People.

Speak Up! In Spanish. Young s Language Consulting. Young's Language Consulting. Lesson 1 Meeting and Greeting People. Buenos días Good morning Buenos días Good afternoon Buenas tardes Good evening Buenas tardes Good night Buenas noches Sir Señor Ma am/mrs. Señora Miss Señorita Buenas tardes Culture Note: When greeting

Más detalles

Karina Ocaña Izquierdo

Karina Ocaña Izquierdo Estudié Ingeniería en Sistemas Computacionales (1997) y una Maestría en Ingeniería de Cómputo con especialidad en Sistemas Digitales (2000), ambas en el Instituto Politécnico Nacional (México). En el 2003,

Más detalles

IRS DATA RETRIEVAL NOTIFICATION DEPENDENT STUDENT ESTIMATOR

IRS DATA RETRIEVAL NOTIFICATION DEPENDENT STUDENT ESTIMATOR IRS DATA RETRIEVAL NOTIFICATION DEPENDENT STUDENT ESTIMATOR Subject: Important Updates Needed for Your FAFSA Dear [Applicant], When you completed your 2012-2013 Free Application for Federal Student Aid

Más detalles

Mi ciudad interesante

Mi ciudad interesante Mi ciudad interesante A WebQuest for 5th Grade Spanish Designed by Jacob Vuiller jvuiller@vt.edu Introducción Tarea Proceso Evaluación Conclusión Créditos Introducción Bienvenidos! Eres alcalde de una

Más detalles

Lengua adicional al español IV

Lengua adicional al español IV Lengua adicional al español IV Topic 11 Life little lessons Introduction In this lesson you will study: Time clauses are independent clauses. These are the clauses that tell you the specific time when

Más detalles

GENERAL INFORMATION Project Description

GENERAL INFORMATION Project Description RESULTADOS! GENERAL INFORMATION Project Description The campaign "Adopt a car " had as its main objective to position Autoplaza, the main automotive selling point of Chile, as a new car sales location

Más detalles

Daly Elementary. Family Back to School Questionnaire

Daly Elementary. Family Back to School Questionnaire Daly Elementary Family Back to School Questionnaire Dear Parent(s)/Guardian(s), As I stated in the welcome letter you received before the beginning of the school year, I would be sending a questionnaire

Más detalles

Agustiniano Ciudad Salitre School Computer Science Support Guide - 2015 Second grade First term

Agustiniano Ciudad Salitre School Computer Science Support Guide - 2015 Second grade First term Agustiniano Ciudad Salitre School Computer Science Support Guide - 2015 Second grade First term UNIDAD TEMATICA: INTERFAZ DE WINDOWS LOGRO: Reconoce la interfaz de Windows para ubicar y acceder a los programas,

Más detalles

ADAPTACIÓN DE REAL TIME WORKSHOP AL SISTEMA OPERATIVO LINUX

ADAPTACIÓN DE REAL TIME WORKSHOP AL SISTEMA OPERATIVO LINUX ADAPTACIÓN DE REAL TIME WORKSHOP AL SISTEMA OPERATIVO LINUX Autor: Tomás Murillo, Fernando. Director: Muñoz Frías, José Daniel. Coordinador: Contreras Bárcena, David Entidad Colaboradora: ICAI Universidad

Más detalles

Simo Educación 2014. Foros de ciencia y tecnología. 16-17 octubre

Simo Educación 2014. Foros de ciencia y tecnología. 16-17 octubre Foros de ciencia y tecnología Salón de tecnología para la enseñanza 2014 Simo Educación 2014 Encuentros de Transferencia de Tecnología en Educación Technological Brokerage Event on Education 16-17 octubre

Más detalles

Trading & Investment In Banking

Trading & Investment In Banking Trading & Investment In Banking MÁSTER UNIVERSITARIO EN BANCA Y FINANZAS (Finance & Banking) Universidad de Alcalá Curso Académico 2015/16 GUÍA DOCENTE Nombre de la asignatura: Trading & Investment In

Más detalles

iclef-2002 at Universities of Alicante and Jaen University of Alicante (Spain)

iclef-2002 at Universities of Alicante and Jaen University of Alicante (Spain) iclef-2002 at Universities of Alicante and Jaen University of Alicante (Spain) ! Introduction! Passage Retrieval Systems! IR-n system! IR-n system at iclef-2002! Conclusions and Future works ! Introduction!

Más detalles

Disfruten su verano! Hola estudiantes,

Disfruten su verano! Hola estudiantes, Hola estudiantes, We hope that your experience during Spanish 1 was enjoyable and that you are looking forward to improving your ability to communicate in Spanish. As we all know, it is very difficult

Más detalles

Entrevista: el medio ambiente. A la caza de vocabulario: come se dice en español?

Entrevista: el medio ambiente. A la caza de vocabulario: come se dice en español? A la caza de vocabulario: come se dice en español? Entrevista: el medio ambiente 1. There are a lot of factories 2. The destruction of the ozone layer 3. In our city there is a lot of rubbish 4. Endangered

Más detalles

Juan José Barrera Cerezal Managing Director on Social Economy, Self- Employment and CSR

Juan José Barrera Cerezal Managing Director on Social Economy, Self- Employment and CSR Juan José Barrera Cerezal Managing Director on Social Economy, Self- Employment and CSR 1 SUSTAINABLE ECONOMY LAW Articles 1 and 2 of the Law The importance of the Law for promoting CSR in Spain Purpose

Más detalles

SEMINAR 3: COMPOSITION

SEMINAR 3: COMPOSITION SEMINAR 3: FORMAL LETTER COMPOSITION 1 Lengua C I (Inglés) Código 00EM Imagine you were selected as an Erasmus student and you wanted to write to your host university to ask them for information about

Más detalles

Conference G20 agriculture: what s next? Panel: the voice to farmers

Conference G20 agriculture: what s next? Panel: the voice to farmers Conference G20 agriculture: what s next? Panel: the voice to farmers Ivan Polanco. Director of Public Policies ivan.polanco@anec.org.mx ANEC México Muchas gracias por invitarnos a esta conferencia, como

Más detalles

Adobe Acrobat Reader X: Manual to Verify the Digital Certification of a Document

Adobe Acrobat Reader X: Manual to Verify the Digital Certification of a Document dobe crobat Reader X: Manual de verificación de Certificación Digital de un documento dobe crobat Reader X: Manual to Verify the Digital Certification of a Document support@bioesign.com Desarrollado por:

Más detalles

Diseño de un directorio Web de diseñadores gráficos, ilustradores y fotógrafos.

Diseño de un directorio Web de diseñadores gráficos, ilustradores y fotógrafos. Universidad Nueva Esparta Facultad de Ciencias Administrativas Escuela de Administración de Diseño de un directorio Web de diseñadores gráficos, ilustradores y fotógrafos. Tutor: Lic. Beaujon, María Beatriz

Más detalles

REUNIÓN DE DIRECTORES DE LOS SNMH DEL ÁFRICA OCCIDENTAL (Banjul, Gambia del 1 al 5 febrero de 2010) Taller previo a la reunión sobre

REUNIÓN DE DIRECTORES DE LOS SNMH DEL ÁFRICA OCCIDENTAL (Banjul, Gambia del 1 al 5 febrero de 2010) Taller previo a la reunión sobre The Gambia REUNIÓN DE DIRECTORES DE LOS SNMH DEL ÁFRICA OCCIDENTAL (Banjul, Gambia del 1 al 5 febrero de 2010) Taller previo a la reunión sobre Movilización de Recursos y Apoyo Estratégico 1 y 2 de febrero

Más detalles

Centro Oficial de Trinity College London Desde 1989 el Instituto Dickens representa a Trinity College London en el Uruguay.

Centro Oficial de Trinity College London Desde 1989 el Instituto Dickens representa a Trinity College London en el Uruguay. Dickens Institute Centro Oficial de Trinity College London Desde 1989 el Instituto Dickens representa a Trinity College London en el Uruguay. Este centro de Exámenes Internacionales, reconocido en más

Más detalles

Instructor: She just said that she s Puerto Rican. Escucha y repite la palabra Puerto Rican -for a man-.

Instructor: She just said that she s Puerto Rican. Escucha y repite la palabra Puerto Rican -for a man-. Learning Spanish Like Crazy Spoken Spanish Lección once Instructor: Cómo se dice Good afternoon? René: Buenas tardes. Buenas tardes. Instructor: How do you ask a woman if she s Colombian. René: Eres Colombiana?

Más detalles

An explanation by Sr. Jordan

An explanation by Sr. Jordan & An explanation by Sr. Jdan direct object pronouns We usually use Direct Object Pronouns to substitute f it them in a sentence when the it them follows the verb. Because of gender, him and her could also

Más detalles

Facilities and manufacturing

Facilities and manufacturing Facilities and manufacturing diseño y producción design and production Roomdimensions Ibérica,s.l (RDI) es una empresa experta en la fabricación de mobiliario técnico, diseño integral de soluciones arquitectónicas

Más detalles

I ENCUENTRO INTERUNIVERSITARIO HISPANO-ÁRABE HI SA RA. SEVILLA, ESPAÑA 17-18 de MAYO, 2016. www.hisara.org

I ENCUENTRO INTERUNIVERSITARIO HISPANO-ÁRABE HI SA RA. SEVILLA, ESPAÑA 17-18 de MAYO, 2016. www.hisara.org HI SA RA I ENCUENTRO INTERUNIVERSITARIO HISPANO-ÁRABE SEVILLA, ESPAÑA 17-18 de MAYO, 2016 www.hisara.org QUÉ ES HISARA? HISARA nace como plataforma que brindará la oportunidad a universidades, centros

Más detalles

Chapter Six. Sanitary and Phytosanitary Measures

Chapter Six. Sanitary and Phytosanitary Measures Chapter Six Sanitary and Phytosanitary Measures Objectives The objectives of this Chapter are to protect human, animal, or plant life or health in the Parties territories, enhance the Parties implementation

Más detalles

Feria Internacional del Libro 2015 en Guadalajara

Feria Internacional del Libro 2015 en Guadalajara Boletín Oficial del Consulado de México en Tucson Año 2015 N.9 Feria Internacional del Libro 2015 en Guadalajara.- En sus 28 anteriores ediciones, la Feria ha recibido a más de once millones 228,862 visitantes,

Más detalles

\RESOURCE\ELECTION.S\PROXY.CSP

\RESOURCE\ELECTION.S\PROXY.CSP The following is an explanation of the procedures for calling a special meeting of the shareholders. Enclosed are copies of documents, which you can use for your meeting. If you have any questions about

Más detalles

Please join us in circle. Please put on a nametag. Por favor, únete a nosotros en ronda. Ponte una etiqueta con su nombre.

Please join us in circle. Please put on a nametag. Por favor, únete a nosotros en ronda. Ponte una etiqueta con su nombre. Welcome! Bienvenido! Please join us in circle. Please put on a nametag. Por favor, únete a nosotros en ronda. Ponte una etiqueta con su nombre. Questions for You to Think About Preguntas para que pienses

Más detalles

YAECI. Yearly Appliance Energy Cost Indication. Intelligent Energy Europe (IEE) YAECI IEE/11/843/SI2.615934 SEMINAR

YAECI. Yearly Appliance Energy Cost Indication. Intelligent Energy Europe (IEE) YAECI IEE/11/843/SI2.615934 SEMINAR YAECI Yearly Appliance Energy Cost Indication Intelligent Energy Europe (IEE) YAECI IEE/11/843/SI2.615934 SEMINAR OPPORTUNITIES FOR THE SALES INCREASE Madrid, June 2013 Since year 2011 the new energy labeling

Más detalles

Speech Parameters 5(6) A B C

Speech Parameters 5(6) A B C Speech Parameters 5(6) A B C Developing Research Skills Objectives: To develop effective research skills To express one s own ideas in a critical way To develop fluency and accuracy while speaking Procedure:

Más detalles

80 hm 3 de agua al año. 80 hm 3 water annually DESALINATION PLANT DESALADORA TORREVIEJA ALICANTE (ESPAÑA) ALICANTE (SPAIN)

80 hm 3 de agua al año. 80 hm 3 water annually DESALINATION PLANT DESALADORA TORREVIEJA ALICANTE (ESPAÑA) ALICANTE (SPAIN) 80 hm 3 de agua al año 80 hm 3 water annually DESALADORA DESALINATION PLANT TORREVIEJA ALICANTE (ESPAÑA) ALICANTE (SPAIN) SITUACIÓN SITUATION La desaladora de Torrevieja, situada en la localidad del mismo

Más detalles

ETS APPs 26.10.2012 MATELEC 2012. Nuevas Funciones para ETS. Madrid. Casto Cañavate KNX Association International

ETS APPs 26.10.2012 MATELEC 2012. Nuevas Funciones para ETS. Madrid. Casto Cañavate KNX Association International ETS APPs Nuevas Funciones para ETS 26.10.2012 MATELEC 2012 Madrid Casto Cañavate KNX Association International KNX Association International Page No. 2 Introducción Diversidad de Proyectos Viviendas Oficinas

Más detalles

2º Foro Innovadores Sociales

2º Foro Innovadores Sociales 2º Foro Innovadores Sociales What is the Forum? Innovative Social Forum is a Project from Cooperación Internacional ONG which seeks to sensitize youth on social inequalities, making them aware of their

Más detalles

CITY SHARE Knowledge Management Methodology

CITY SHARE Knowledge Management Methodology CITY SHARE Knowledge Management Methodology La Herramienta de Gestión n del Conocimiento UNITAR desarrollo una herramienta de formación n para desarrollar las capacidades de actores locales en varias áreas

Más detalles

The Home Language Survey (HLS) and Identification of Students

The Home Language Survey (HLS) and Identification of Students The Home Language Survey (HLS) and Identification of Students The Home Language Survey (HLS) is the document used to determine a student that speaks a language other than English. Identification of a language

Más detalles

Ethnography of a Classroom Sample Questions (May need to be adjusted for lower grades)

Ethnography of a Classroom Sample Questions (May need to be adjusted for lower grades) Claremont Graduate University, Teacher Education Program Ethnography of a Classroom Sample Questions Parent/Family Interview Be sure to schedule enough time for interview minimum 30 minutes. If possible,

Más detalles

DUAL IMMERSION PROGRAM INFORMATION PRESCHOOL PRESENTATION SEPTEMBER 10, 2014 6:30 P.M.

DUAL IMMERSION PROGRAM INFORMATION PRESCHOOL PRESENTATION SEPTEMBER 10, 2014 6:30 P.M. DUAL IMMERSION PROGRAM INFORMATION PRESCHOOL PRESENTATION SEPTEMBER 10, 2014 6:30 P.M. Presented by Dr. Norma R. Delgado, Director of Curriculum & Instruction 1 The United States Government has identified

Más detalles

Comité de usuarios de la RES

Comité de usuarios de la RES Comité de usuarios de la RES Jordi Torra CURES Comité de usuarios de la RES (CURES) - Las grandes infraestructuras nacionales e internacionales tienen Comité de Usuarios - Es una obligación para las ICTS

Más detalles

Knowing Where You Live

Knowing Where You Live Knowing Where You Live Learning Objective: 1) Student will be able to communicate their physical address and farm name in English 2) Student will understand the difference between a physical address and

Más detalles

Comprehension Strategy: Summarizing

Comprehension Strategy: Summarizing Name Nombre Date 2010 2008 Houghton Houghton Mifflin Mifflin Harcourt Harcourt Publishing Publishing Company. Company. All rights All rights reserved. reserved. Your Your Turn Turn is a trademark is a

Más detalles

School Compact Flat Rock Middle School School Year 2015-2016

School Compact Flat Rock Middle School School Year 2015-2016 School Compact School Year 2015-2016 Dear Parent/Guardian, Flat Rock Middle, students participating in the Title I, Part A program, and their families, agree that this compact outlines how the parents,

Más detalles

Mentoring interpairs for employment. http://www.digital-identity-project.eu. Digital identity:

Mentoring interpairs for employment. http://www.digital-identity-project.eu. Digital identity: http://www.digital-identity-project.eu Digital identity: Mentoring interpairs for employment CONTEXTO context Preocupados por el uso del alumnado de las redes sociales Concerned about the use of social

Más detalles

15, 16 y 17 de Mayo del 2015 May 15-17, 2015

15, 16 y 17 de Mayo del 2015 May 15-17, 2015 15, 16 y 17 de Mayo del 2015 May 15-17, 2015 Feria del Libro en Español de Los Ángeles LéaLA Los Angeles Spanish-language Book Fair La Fundación Universidad de Guadalajara en EUA es una organización no

Más detalles

Questionnaires for the Evaluation of Awareness in a Groupware Application

Questionnaires for the Evaluation of Awareness in a Groupware Application Questionnaires for the Evaluation of Awareness in a Groupware Application Technical Report DIAB-12-11-1 Montserrat Sendín a, Juan-Miguel López-Gil b, and Víctor López-Jaquero c a GRIHO HCI Research Lab.,

Más detalles

Level 2 Spanish, 2008

Level 2 Spanish, 2008 90429 2 904290 For Supervisor s Level 2 Spanish, 2008 90429 Read and understand written language in Spanish in less familiar contexts Credits: Six 2.00 pm Tuesday 2 December 2008 Check that the National

Más detalles

OBJETIVOS Y ORIENTACIONES / OBJECTIVES AND ORIENTATIONS

OBJETIVOS Y ORIENTACIONES / OBJECTIVES AND ORIENTATIONS OBJETIVOS Y ORIENTACIONES / OBJECTIVES AND ORIENTATIONS OBJETIVOS OBJECTIVES El objetivo general de estos estudios es formar profesionales del aprendizaje y de la enseñanza de segundas lenguas capacitados

Más detalles

Art Studio. Did you know...?

Art Studio. Did you know...? Art Studio Did you know...? Did you know...? In our Art Studio, we encourage children to use the materials in any way they wish. We provide ideas that they may use to begin work but do not expect copies

Más detalles

Student Perception Survey

Student Perception Survey Student Perception Survey Grades 6-12 Survey Directions You will be completing a survey that will provide important information about your teacher. A survey is different from a test. On a survey, you are

Más detalles

BOLETÍN DE PRENSA. No. OMH-0042 JUNIO 2015. Convocatoria IME-Becas

BOLETÍN DE PRENSA. No. OMH-0042 JUNIO 2015. Convocatoria IME-Becas BOLETÍN DE PRENSA No. OMH-0042 JUNIO 2015 Convocatoria IME-Becas Omaha, Nebraska a 17 de Junio de 2015 El Consulado de México se complace en lanzar por segunda vez consecutiva en Omaha, Nebraska, el programa

Más detalles

Certified translation Traducción certificada. Qué es una Declaración de Impacto de la Víctima?

Certified translation Traducción certificada. Qué es una Declaración de Impacto de la Víctima? Translated from English to Spanish Traducido del inglés al español Certified translation Traducción certificada Victim Impact Statements "Declaraciones de Impacto de la Víctima" June 2014 Junio 2014 Qué

Más detalles

AGREEMENT BETWEEN THE ASSOCIATION OF UNIVERSITIES GRUPO MONTEVIDEO (AUGM) AND EASTERN EUROPEAN UNIVERSITY ASSOCIATION (EEUA)

AGREEMENT BETWEEN THE ASSOCIATION OF UNIVERSITIES GRUPO MONTEVIDEO (AUGM) AND EASTERN EUROPEAN UNIVERSITY ASSOCIATION (EEUA) AGREEMENT BETWEEN THE ASSOCIATION OF UNIVERSITIES GRUPO MONTEVIDEO (AUGM) AND EASTERN EUROPEAN UNIVERSITY ASSOCIATION (EEUA) THE ASSOCIATION OF UNIVERSITIES GRUPO MONTEVIDEO (AUGM), represented by its

Más detalles

Postgrados Gestión Cultural

Postgrados Gestión Cultural Postgrados Gestión Cultural Facultad de Humanidades Postgrado en Gestión Cultural Presentación: El gestor cultural es un profesional con un perfil polivalente y multidisciplinar cuyo trabajo se halla en

Más detalles

manual do usuario para windows sharepoint : The User's Guide

manual do usuario para windows sharepoint : The User's Guide manual do usuario para windows sharepoint : The User's Guide manual do usuario para windows sharepoint actually features a great offer because of their customers by giving users unlimited access and downloads.

Más detalles

Postgrado en Comunicación Organizacional Departamento de Comunicación. Facultad de Ciencias Humanas

Postgrado en Comunicación Organizacional Departamento de Comunicación. Facultad de Ciencias Humanas Postgrado en Comunicación Organizacional Departamento de Comunicación Facultad de Ciencias Humanas Presentación y objetivos del Postgrado en Comunicación Organizacional (a distancia) El Postgrado en Comunicación

Más detalles

BOOK OF ABSTRACTS LIBRO DE RESÚMENES

BOOK OF ABSTRACTS LIBRO DE RESÚMENES BOOK OF ABSTRACTS LIBRO DE RESÚMENES 19 th International Congress on Project Management and Engineering XIX Congreso Internacional de Dirección e Ingeniería de Proyectos AEIPRO (Asociación Española de

Más detalles

Reporte de Prensa: elaborado el 4 de junio, 12:00 (GMT+2) www.euroclima.org. -Reporte de Prensa-

Reporte de Prensa: elaborado el 4 de junio, 12:00 (GMT+2) www.euroclima.org. -Reporte de Prensa- Este reporte recoge algunas de las notas de los medios de comunicación y de varias instituciones de América Latina y de la Unión Europea sobre la visita a la Comisión Europea del Director Ejecutivo del

Más detalles

CETaqua, a model of collaborative R&D, an example of corporate innovation evolution

CETaqua, a model of collaborative R&D, an example of corporate innovation evolution CETaqua, a model of collaborative R&D, an example of corporate innovation evolution CETaqua: manage projects, create value Tomas Michel General Manager, CETaqua September 2011 1. AGBAR: R&D indicators

Más detalles

Regional Action Plan for the Conservation of Mangroves in the Southeast Pacific

Regional Action Plan for the Conservation of Mangroves in the Southeast Pacific Regional Action Plan for the Conservation of Mangroves in the Southeast Pacific Fernando Félix Comisión Permanente del Pacífico Sur CPPS www.cpps-int.org Permanent Commission for the South Pacific - CPPS

Más detalles

July 2011. Graduations & Learning After High School. Español/Spanish

July 2011. Graduations & Learning After High School. Español/Spanish July 2011 Graduations & Learning After High School Español/Spanish Last month our schools graduated 1,734 students from high school. These are students who met all the graduation standards from the State

Más detalles

Tres componentes importantes del programa Título I El propósito del Título I es de asegurar que todos los estudiantes tengan la oportunidad de

Tres componentes importantes del programa Título I El propósito del Título I es de asegurar que todos los estudiantes tengan la oportunidad de Qué es Titulo I? El programa Título I para la Educación Primaria y Secundaria es el programa educacional más grande que recibe fondos federales El gobierno federal proporciona asistencia financiera a las

Más detalles

Senior Information Sheet Hoja de Información para estudiantes en grado 12

Senior Information Sheet Hoja de Información para estudiantes en grado 12 Senior Information Sheet Hoja de Información para estudiantes en grado 12 (This information is useful for transcript, scholarship, financial aid and award consideration. This form appears in a bilingual

Más detalles

JORNADA de Transferencia

JORNADA de Transferencia Foros de ciencia y tecnología JORNADA de Transferencia de Tecnología en Seguridad 2012 www.sicur2012.b2b-match.com IFEMA. FERIA DE MADRID PABELLONES 4, 6, 8 y 10 / PAVILIONS 4, 6, 8 & 10 28 y 29 DE FEBRERO

Más detalles

Patters of evolution of the Mexican clearing house system (1940-1980) Demography or Levels of Economic Activity? Gustavo A.

Patters of evolution of the Mexican clearing house system (1940-1980) Demography or Levels of Economic Activity? Gustavo A. Patters of evolution of the Mexican clearing house system (1940-1980) Demography or Levels of Economic Activity? Gustavo A. Del Angel 2 Some facts for the period 1940-1980: Between the 1940s and the late

Más detalles

Resumen de Entrevista: Asociación Mexicana de Agentes de Carga

Resumen de Entrevista: Asociación Mexicana de Agentes de Carga Resumen de Entrevista: Asociación Mexicana de Agentes de Carga 1. In regard to the hiring and payment of international freight services, can you tell me in what percentage of total export transactions

Más detalles

CUESTIONARIO DISEÑADO PARA EVALUAR EL PRODUCTO DESCUBRE LAS PALMAS DE GC! QUE SERÁ ADMINISTRADO A TRAVÉS DE LA WEB CREADA PARA EL PRODUCTO.

CUESTIONARIO DISEÑADO PARA EVALUAR EL PRODUCTO DESCUBRE LAS PALMAS DE GC! QUE SERÁ ADMINISTRADO A TRAVÉS DE LA WEB CREADA PARA EL PRODUCTO. ANEXO E. CUESTIONARIO DISEÑADO PARA EVALUAR EL PRODUCTO DESCUBRE LAS PALMAS DE GC! QUE SERÁ ADMINISTRADO A TRAVÉS DE LA WEB CREADA PARA EL PRODUCTO. CUESTIONARIO: El proyecto Descubre Las Palmas de GC!

Más detalles

Shortcut to Informal Spanish Conversations Level 2 Lesson 1

Shortcut to Informal Spanish Conversations Level 2 Lesson 1 Shortcut to Informal Spanish Conversations Level 2 Lesson 1 These lessons extend on the ideas from Shortcut to Informal Spanish Conversations Level 1 http://www.informalspanish.com and Shortcut to Spanish

Más detalles

UNIVERSIDAD NACIONAL MAYOR DE SAN MARCOS UNIDAD DE POSTGRADO DE INGENIERÍA DE SISTEMAS E INFORMATICA

UNIVERSIDAD NACIONAL MAYOR DE SAN MARCOS UNIDAD DE POSTGRADO DE INGENIERÍA DE SISTEMAS E INFORMATICA UNIVERSIDAD NACIONAL MAYOR DE SAN MARCOS UNIDAD DE POSTGRADO DE INGENIERÍA DE SISTEMAS E INFORMATICA DISEÑO E IMPLEMENTACIÓN DE UNA OFICINA DE GESTION DE PROYECTOS PARA LA POSITIVA SEGUROS Informe Profesional

Más detalles

Gaia en las universidades españolas y los centros de inves3gación

Gaia en las universidades españolas y los centros de inves3gación Gaia en las universidades españolas y los centros de inves3gación Ana Ulla Miguel (GGG) Depto. de Física Aplicada, Universidade de Vigo The GGG group is presently composed of the following members: Dra.

Más detalles

Lesson 6. Joke of the week

Lesson 6. Joke of the week Lesson 6 Joke of the week El doctor llama por teléfono a su paciente: Verá, tengo una noticia buena y otra mala. Bueno... dígame primero la buena. Los resultados del análisis indican que le quedan 24 horas

Más detalles

TEACHER TOOLS: Teaching Kids Spanish Vocabulary. An Activity in 4 Steps

TEACHER TOOLS: Teaching Kids Spanish Vocabulary. An Activity in 4 Steps TEACHER TOOLS: Teaching Kids Spanish Vocabulary An Activity in 4 Steps Teaching Kids Spanish Vocabulary Lesson for Spanish Teachers Learning new vocabulary words in Spanish is an important element in the

Más detalles

Vermont Mini-Lessons: Leaving A Voicemail

Vermont Mini-Lessons: Leaving A Voicemail Vermont Mini-Lessons: Leaving A Voicemail Leaving a Voice Mail Message Learning Objective 1) When to leave a message 2) How to leave a message Materials: 1) Voice Mail Template blanks & samples 2) Phone

Más detalles

RHIANEDD SMITH Estudios de caso / Case studies

RHIANEDD SMITH Estudios de caso / Case studies j k RHIANEDD SMITH Estudios de caso / Case studies Investigación de licenciatura en los museos universitarios: Un estudio de caso en el Museo de la Vida Inglesa de la Universidad de Reading La Universidad

Más detalles

Creating your Single Sign-On Account for the PowerSchool Parent Portal

Creating your Single Sign-On Account for the PowerSchool Parent Portal Creating your Single Sign-On Account for the PowerSchool Parent Portal Welcome to the Parent Single Sign-On. What does that mean? Parent Single Sign-On offers a number of benefits, including access to

Más detalles

English 3. By the end of this lesson you will be able to:

English 3. By the end of this lesson you will be able to: English 3 Unit 10 What s up? Learning Objectives By the end of this lesson you will be able to: Use the present perfect continuous to talk about recent activities. Use since, for and in with the present

Más detalles

VALE LA PENA INVERTIR EN TECNOLOGÍAS RENOVABLES?

VALE LA PENA INVERTIR EN TECNOLOGÍAS RENOVABLES? Palabras Clave Conservar renovable invertir proceder maximizar!!! Únete al debate nacional! VALE LA PENA INVERTIR EN TECNOLOGÍAS RENOVABLES? WORD GENERATION Unidad 2.15 Lectura Semanal! El!BigBelly!es!una!papelera!(o!basurero)!

Más detalles

ANÁLISIS DE SOLUCIONES PARA LA IMPLEMENTACIÓN DE UNA PLATAFORMA BIG DATA

ANÁLISIS DE SOLUCIONES PARA LA IMPLEMENTACIÓN DE UNA PLATAFORMA BIG DATA ANÁLISIS DE SOLUCIONES PARA LA IMPLEMENTACIÓN DE UNA PLATAFORMA BIG DATA Autora: Lizaso Barrera, Natalia. Directores: Mario Tenés y Sonia García. Entidad Colaboradora: VASS. RESUMEN DEL PROYECTO Hoy en

Más detalles